Course Project: Part 2—Literature Review

Course Project: Part 2—Literature Review

 

This is a continuation of the Course Project presented in Week 2.

 

The Course Project Part 1 Done by youin the below link:

 

https://www.homeworkmarket.com/content/nurs-5052nurs-6052-essentials-evidence-based-practice-course-project-part-1-grading-rubic-an

 

Before you begin, review the Course Project Overview document located in the Week 2 Resources area.

 

The literature review is a critical piece in the research process because it helps a researcher determine what is currently known about a topic and identify gaps or further questions. Conducting a thorough literature review can be a time-consuming process, but the effort helps establish the foundation for everything that will follow. For this part of your Course Project, you will conduct a brief literature review to find information on the question you developed in Week 2. This will provide you with experience in searching databases and identifying applicable resources.

 

To prepare:

 

Review the information in Chapter 5 of the course text, focusing on the steps for conducting a literature review and for compiling your findings.

 

Using the question you selected in your Week 2 Project (Part 1 of the Course Project), locate 5 or more full-text research articles that are relevant to your PICOT question. Include at least 1 systematic review and 1 integrative review if possible. Use the search tools and techniques mentioned in your readings this week to enhance the comprehensiveness and objectivity of your review. You may gather these articles from any appropriate source, but make sure at least 3 of these articles are available as full-text versions through Walden Library’s databases.

Read through the articles carefully. Eliminate studies that are not appropriate and add others to your list as needed. Although you may include more, you are expected to include a minimum of five articles. Complete a literature review summary table using the Literature Review Summary Table Template located in this week’s Learning Resources.

 

Prepare to summarize and synthesize the literature using the information on writing a literature review found in Chapter 5 of the course text.

 

To complete:

 

Write a 3- to 4-page literature review that includes the following:

A synthesis of what the studies reveal about the current state of knowledge on the question that you developed

Point out inconsistencies and contradictions in the literature and offer possible explanations for inconsistencies.

Preliminary conclusions on whether the evidence provides strong support for a change in practice or whether further research is needed to adequately address your inquiry

Your literature review summary table with all references formatted in correct APA style

 

Note: Certain aspects of conducting a standard review of literature have not yet been covered in this course.

 

Therefore, while you are invited to critically examine any aspect of the studies (e.g., a study’s design, appropriateness of the theoretic framework, data sampling methods), your conclusion should be considered preliminary. Bear in mind that five studies are typically not enough to reflect the full range of knowledge on a particular question and you are not expected to be familiar enough with research methodology to conduct a comprehensive evaluation of all aspects of the studies.

 

This Week Reading Reseources:

 

Required Readings

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 3, “Key Concepts and Steps in Qualitative and Quantitative Research” (for review)

Chapter 4, “Research Problems, Research Questions, and Hypotheses”

This chapter focuses on the steps in planning a study to generate evidence. These include developing a research question, identifying variables, articulating a problem statement, and generating hypotheses.

 

Chapter 7, “Ethics in Nursing Research”

In this chapter, the focus is on the ethical dilemmas that occur when planning and conducting research and the ethical principles that have been enacted for protecting study participants.

Fouka, G., & Mantzorou, M. (2011). What are the major ethical issues in conducting research? Is there a conflict between the research ethics and the nature of nursing? Health Science Journal, 5(1), 3–14.

Retrieved from the Walden Library databases.

 

This article describes a literature review conducted to determine the most important ethical issues that nurses encounter when undertaking or participating in research. The authors detail the results of the review and make recommendations for solving some of the problems highlighted.

Newcomb, P. (2010). Evolving fairness in research on human subjects. Journal of Child and Adolescent Psychiatric Nursing, 23(3), 123–124.

Retrieved from the Walden Library databases.

 

In this article, the author describes some of the ethical controversies that may arise in conducting research in human subjects, especially with respect to ownership of genes. The author also stresses the importance of educating research subjects and their families about the ultimate purpose of research.

Yakov, G., Shilo, Y., & Shor, T. (2010). Nurses’ perceptions of ethical issues related to patients’ rights law. Nursing Ethics, 17(4), 501–510.

Retrieved from the Walden Library databases.

 

The authors of this article detail a study conducted to determine how nursing staff deal with ethical issues in relation to the law. The article emphasizes the difficulty staff had in distinguishing between legal and ethical problems. The authors make several recommendations to deal with legal and ethical problems.

Delwiche, F. (2008). Anatomy of a scholarly research presentation in the health sciences. Retrieved from http://dana.uvm.edu/Anatomy/

 

This presentation highlights the primary components of scholarly research articles. The presentation details the distinguishing factors of scholarly journals, the peer-review process, and the definition of “primary literature.”

American Nurses Association. (2001). Code of ethics for nurses with interpretive statements. Retrieved from http://nursingworld.org/DocumentVault/Ethics-1/Code-of-Ethics-for-Nurses.html

 

This website provides the code of ethics for nurses to be used in carrying out their responsibilities. There is also a detailed explanation of each provision.

Document: Literature Review Summary Table Template (Word document)

 

Note: You will use this document to complete the Project throughout this course.

 

Please Use the References from the below link

 

https://www.homeworkmarket.com/content/nurs-5052nurs-6052-essentials-evidence-based-practice-discussion-4-grading-rubic-and-media-a

 

and

 

https://www.homeworkmarket.com/content/nurs-5052nurs-6052-essentials-evidence-based-practice-discussion-2-grading-rubic-and-media-a

 

 

Week 2 Reading Reseources:

 

Required Readings

 

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice” (Review pages 14–31)

Chapter 5, “Literature Reviews: Finding and Critiquing Evidence”

In this chapter, you focus on conducting a literature review. Topics include how to identify the relevant literature on a given topic and then how to critique the strengths and weaknesses of the literature that you have found. Finally, the chapter examines how to synthesize the research findings into a written literature review.

Houde, S. C. (2009). The systematic review of literature: A tool for evidence-based policy. Journal of Gerontological Nursing, 35(9), 9–12.

Retrieved from the Walden Library databases.

 

This article emphasizes the importance of systematic reviews of literature. The authors present an overview of resources that may assist in conducting systematic reviews.

Krainovich-Miller, B., Haber, J., Yost, J., & Jacobs, S. K. (2009). Evidence-based practice challenge: Teaching critical appraisal of systematic reviews and clinical practice guidelines to graduate students. Journal of Nursing Education, 48(4), 186–195.

Retrieved from the Walden Library databases.

 

This article reviews the features of the TREAD Evidence-Based Practice Model. In particular, the authors of this article stress how the model emphasizes the use of standardized critical appraisal tools and Level I evidence.

Robeson, P., Dobbins, M., DeCorby, K., & Tirilis, D. (2010). Facilitating access to pre-processed research evidence in public health. BMC Public Health, 10, 95.

Retrieved from the Walden Library databases.

 

This article describes a hierarchy of pre-processed evidence and how it is adapted to the public health setting. The authors identify a range of resources with relevant public health content.

Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360

Barker, J. (n.d.) Basic search tips and advanced Boolean explained. Retrieved August 3, 2012, from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Boolean.pdf

 

This resource provides a graphical representation of different approaches to research and gives examples of each.

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks. Evidence Based Library and Information Practice, 6(2), 75–80. Retrieved from https://ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144

 

This article reviews the frameworks commonly used to assist in generating answerable research questions. The author recommends considering the individual elements of the frameworks as interchangeable (depending upon the situation), rather than trying to fit a situation to a specific framework.

Walden University Library. (2012). Levels of evidence. Retrieved from http://academicguides.waldenu.edu/c.php?g=80240&p=523225

 

This guide provides a listing of evidence-based clinical resources, including systematic reviews and meta-analyses, critically appraised topics, background information and expert opinions, and unfiltered resources.

Indiana State University. (n.d.). Database search strategies. Retrieved July 6, 2012, from http://libguides.indstate.edu/content.php?pid=118904&sid=1065428

 

In this resource, the most common types of database searches are highlighted. It includes topics such as nesting searches, phrase searches, and using synonyms of key words in the search.

Library of Congress Online Catalog. (2008). Boolean searching. Retrieved from http://catalog.loc.gov/help/boolean.htm

 

This web page provides a basic overview of Boolean searches and provides simple examples of key search terms.

Walden University. (n.d.b.). Searching and retrieving materials in the research databases. Retrieved August 10, 2012, from http://academicguides.waldenu.edu/foundationscoursedocs/SearchingRetrieving

 

This resource provides tips for searching in the Walden Library. It includes a guide to keyword searches, an explanation of Boolean searches, and tips on locating specific journals or articles.

Document: Course Project Overview (Word document)

 

Note: You will use this document to complete the Project throughout this course.

Media

Laureate Education (Producer). (2012e). Finding resources for EBP. Baltimore, MD: Author.

 

Note: The approximate length of this media piece is 6 minutes.

 

In this video, Dr. Marianne Chulay identifies sources where nurses can find evidence to support their practices. She provides several examples of resources that provide specific information about best practices in health care

 

Evaluation Criteria for Applications and Formal Papers

  Levels of Achievement
Criteria Outstanding Performance Excellent Performance Competent Performance Proficient Performance Room for Improvement
QUALITY OF WORK SUBMITTED –  1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points) 30 to 30 points

Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics

25 to 29 points

Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics

20 to 24 points

Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.

16 to 19 points

Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.

0 to 15 points

Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.

QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points) 5 to 5 points

A clear and comprehensive purpose statement is provided which delineates all required criteria.

5 to 5 points

A clear and comprehensive purpose statement is provided which delineates all required criteria.

4 to 4 points

Purpose of the assignment is stated, yet is brief and not descriptive.

1 to 3 points

Purpose of the assignment is vague.

0 to 0 points

No purpose statement was provided.

ASSIMILATION AND SYNTHESIS OF IDEAS  The extent to which the work reflects the student’s ability to-  1. Understand and interpret the assignment’s key concepts (0-10 Points) 10 to 10 points

Demonstrates the ability to critically appraise and intellectually explore key concepts.

9 to 9 points

Demonstrates the ability to critically appraise and intellectually explore key concepts.

8 to 8 points

Demonstrates a clear understanding of key concepts.

5 to 7 points

Shows some degree of understanding of key concepts.

0 to 4 points

Shows a lack of understanding of key concepts, deviates from topics.

ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points) 20 to 20 points

Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.

15 to 19 points

Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.

10 to 14 points

Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.

3 to 9 points

Minimally includes and integrates specific information from 2-3 resources to support major points and point of view.

0 to 2 points

Includes and integrates specific information from 0 to 1 resource to support major points and point of view.

ASSIMILATION AND SYNTHESIS OF IDEAS 3. Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, and textbook) by comparing different points of view and highlighting similarities, differences, and connections. (0-20 Points) 20 to 20 points

Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.

18 to 19 points

Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice.

16 to 17 points

Summarizes information gleaned from sources to support major points, but does not synthesize.

14 to 15 points

Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped.

0 to 13 points

Rarely or does not interpret, apply, and synthesize concepts, and/or strategies.

WRITTEN EXPRESSION AND FORMATTING 1. Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance. (0-5 Points) 5 to 5 points

Paragraphs and sentences follow writing standards.

5 to 5 points

Paragraphs and sentences follow writing standards.

4 to 4 points

Paragraphs and sentences follow writing standards 80% of the time.

3 to 3 points

Paragraphs and sentences follow writing standards 70% of the time.

0 to 2 points

Paragraphs and sentences follow writing standards < 70% of the time.

WRITTEN EXPRESSION AND FORMATTING 2. English writing standards: Correct grammar, mechanics, and proper punctuation (0-5 Points) 5 to 5 points

Uses correct grammar, spelling, and punctuation with no errors.

5 to 5 points

Uses correct grammar, spelling, and punctuation with no errors.

4 to 4 points

Contains a few (1-2) grammar, spelling, and punctuation errors.

3 to 3 points

Contains several (3-4) grammar, spelling, and punctuation errors. 3

0 to 2 points

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

WRITTEN EXPRESSION AND FORMATTING 3. The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list (0-5 Points) 5 to 5 points

Uses correct APA format with no errors.

5 to 5 points

Uses correct APA format with no errors.

4 to 4 points

Contains a few (1-2) APA format errors.

3 to 3 points

Contains several (3-4) APA format errors.

0 to 2 points

Contains many (≥ 5) APA format errors.

Literature Review Summary Table

NURS 5052/NURS 6052

Name:

Literature Review Summary Table

NURS 6052

Citation Type of Study

Design Type

Framework/Theory

Setting Key Concepts/Variables Findings Hierarchy of Evidence Level
Type of Study:

Design Type:

Framework/Theory:

Concepts:

Independent Variable:

Dependent Variable:

Controlled Variable:

Type of Study:

Design Type:

Framework/Theory:

Concepts:

Independent Variable:

Dependent Variable:

Controlled Variable:

Citation Study

Design Type

Framework/Theory

Setting Key Concepts/Variables Findings Hierarchy of Evidence Level
Type of Study:

Design Type:

Framework/Theory:

Concepts:

Independent Variable:

Dependent Variable:

Controlled Variable:

Type of Study:

Design Type:

Framework/Theory:

Concepts:

Independent Variable:

Dependent Variable:

Controlled Variable:

Type of Study:

Design Type:

Framework/Theory:

Concepts:

Independent Variable:

Dependent Variable:

Controlled Variable:

© 2016 Laureate Education Inc. 1

 

"Is this question part of your assignment? We Can Help!"